Group Facilitator FAQs
How does an AI curriculum work in a once-a-week co-op model?
An AI-supported curriculum shifts much of practice and preparation to the week at home, so in-person class time can focus on discussion, enrichment, and skill-building. Each week, the teacher prepares students for upcoming AI activities by introducing the author or topic, providing historical or literary context, explaining the purpose of the assignments, and modeling how to use AI tools effectively and ethically.
At home, students complete AI-guided activities designed to strengthen reading and writing skills. These activities include guided questions, interactive exercises, and an on-demand AI “coach” that provides instant feedback and support. This approach allows students to practice thoughtfully, develop their skills independently, and gain confidence.
When students return to class, they are prepared to engage in deeper discussions and enrichment activities with their peers. Because they have completed guided practice with AI, class time is focused on higher-level thinking, collaboration, and applying skills in meaningful ways—making learning more effective and engaging.
What do students do at home?
Depending on the course, students complete the teacher assigned AI activities that help them read and analyze texts using structured prompts, practice academic discussion in a low-pressure environment, and draft ideas, thesis statements, and short written responses. Along the way, they receive immediate feedback that supports revision and helps them strengthen and improve their thinking and writing. Students come to class ready to think, not just listen.
What does the teacher do during class?
AI does not replace the teacher—it elevates the teacher’s role. During the weekly class, the teacher focuses on leading live discussions, clarifying misunderstandings, reinforcing and expanding student ideas, coaching students in real time, and guiding students toward deeper thinking and meaningful application of what they are learning.
How does class time build on the students' prior work?
Students don’t repeat what they did at home—they use it. For example, when students discuss a literary text with AI during the week, they arrive in class prepared to share ideas and insights. The teacher then draws from those ideas to guide discussion, ask purposeful follow-up questions, and push thinking further, allowing students to articulate, defend, and refine their ideas with peers. This process leads to richer conversations and more confident, engaged participation.
How does the teacher prepare students for the upcoming week?
Teachers use part of class time to front-load upcoming activities by introducing the author and relevant historical or literary context, explaining the purpose of the next reading, highlighting key ideas or techniques to look for, and modeling how to use AI tools effectively and ethically. The emphasis remains on skill-building rather than shortcut-taking, so students leave class understanding why they are doing the upcoming work and how to approach it thoughtfully and independently.
What unique enrichment activities take place in class?
In-person class time provides experiences that are difficult to replicate at home, including live discussions and debates, Socratic seminars, small-group collaboration, peer review workshops, and creative responses such as dramatic readings, role-based discussions, and presentations. Students also benefit from teacher-led coaching in writing and thinking. These activities not only deepen understanding but also strengthen communication and critical thinking skills.
How does using AI during the week make the co-op classroom more engaging?
Students arrive prepared, allowing class time to be rich with discussion rather than dominated by lecture. Students feel more confident sharing their ideas, while teachers spend less time checking work and more time teaching. Learning becomes collaborative, dynamic, and purposeful, as AI handles repetition and practice, freeing teachers to focus on building relationships, providing insight, and fostering student growth.
What does a typical 75 minute co-op class look like?
A typical class begins with a 0–10 minute welcome and warm-up connected to the prior week's work. From 10–30 minutes, the class engages in whole-group discussion and review, during which the teacher reinforces key ideas and addresses any misconceptions. Between 30–50 minutes, students participate in an enrichment activity, such as a discussion, debate, peer editing, or collaborative task. From 50–65 minutes, the teacher introduces upcoming readings and assignments, explaining goals and expectations. The final 10 minutes, 65–75, are reserved for student questions, reflection, and clarification.
How do teachers keep track of each student's progress?
OPTION 1: The easiest way for group facilitators to keep track of multiple student work is to create course/group folders in Google Drive or OneDrive. Inside those folders, create student folders. Share student folders with the students and their parents. When students complete an activity, they will save them as pdfs and upload them to their shared folder for both you and their parents to review. You may need to walk them through this process the first few times until they get the hang of it.
OPTION 2: Have students share their activities with you when they complete them using the share feature. This option is easier for the students but more challenging for facilitators to organize and keep track of numerous students.
OPTION 3: Have parents oversee all student AI work. Teachers provide a grade for weekly class engagement.
OPTION 2: Have students share their activities with you when they complete them using the share feature. This option is easier for the students but more challenging for facilitators to organize and keep track of numerous students.
OPTION 3: Have parents oversee all student AI work. Teachers provide a grade for weekly class engagement.
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